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Equal opportunities for learning at work: placement students’ experiences and their perceptions of discrimination and the implications for learning, career choices and support strategies
2002
Cullen, Sarah Diane
The University of Reading

This research aimed to explore issues surrounding the discrimination of students on supervised work experience undertaken as part of their HND or degree courses in tourism, hospitality and leisure. The research questions centred on whether such students experienced discrimination and, if so whether this affected their learning and career choices and whether they could offer any suggestions for appropriate support strategies. The research was conducted within a social constructionist framework and the research design comprised over three hundred questionnaires and fourteen interviews with students at a university in South East England. These were conducted during 1998 and 1999 as the students returned from placement in a wide variety of establishments within the international tourism, hospitality and leisure industries. The questionnaire aimed to generate possible areas for future discussion and to identify possible discriminatory factors in the macro environment such as rates of pay, conditions of work, opportunities and student attitudes to their placements. The interviews focused on personal experiences and the effects of unfair treatment as perceived by the students. Analysis was undertaken using SPSS software for the questionnaire and NUDIST software for the interview data. A substantial minority of students considered that they had been unfairly treated. They considered this to be due to their conditions of work and poor management style and skills. These factors had an appreciable effect on learning opportunities and efficacy. A smaller number of students reported experiencing or witnessing various forms of discrimination. The additional effect of discrimination on learning was to affect self-efficacy and reduce self-confidence. There appeared to be no significant effect on career choices. Students wanted to resolve issues independently at work, were reluctant to report discrimination to tutors but welcomed academic support. However, in all cases where racial discrimination or sexual harassment was reported to an employer, no action was taken.

An investigation of the impact of formal and informal assessment of the self-esteem of pupils with borderline learning difficulties learning in mixed ability english language classes
2009
Ndebele, Kordwick
The University of Nottingham

This thesis reports on a research study aimed at examining the impact of informal and formal assessment on the self-esteem of pupils with borderline difficulties and language deficiencies learning in mixed ability English language classes. The thesis adopted a qualitative ethnographic methodology with triangulated methods to enquire into macro and micro views of the main concepts in this study. Thus, data were collected by participant observation within English classes, informal and formal interviews with pupils and teachers at the research site and semi-structured interviews at home with parents and pupils. Questionnaires for 6 teachers, pupils and parents [total n=31] were administered 22 pupils were observed over a period of nine months, spanning 5th September 2005 to May 2006 and 3 parents interviewed due to availability of willing pupils and their parents. This was followed by structured and semi-structured questionnaire administration and interviews with six teachers and pupils [n=22]. The experiences of pupils deemed to be struggling with learning, yet not certificated as having learning difficulties were analyzed utilizing the methodology outlined by [Lincoln and Guba 1985; Creswell 1998; Richards 2005; and Bryman 2004] among others, and the data provided rich ground for a potential development of a substantive theory of learning and self-esteem. The questions focused on the evidence of classroom, and on verbal and non-verbal teacher treatment of the focus group. It also focused on the perceptions and expectations of teachers and students regarding assessment [formal and informal] and how it impacts on pupils’ self esteem. Some themes that emerged in the study included the following: resistance to learning and to authority, ridicule and racism, treats and intimidations, student-teacher infatuation, racial and bullying, counter- school culture, and unfair teaching practices. Findings from this research study are a mixed bag. The evidence suggests that, self-esteem is dynamic and has an inherent executive capacity based particularly on individual competence, beliefs, thinking and feeling components. Furthermore, there was no evidence to suggest that pupils performing poorly suffered low self-esteem.

Risk and Preventive Factors Related to School-Bullying and Cyber-Bullying: Comparing the Effects of Socio-Demographic, Family Environment, Friend Environment, Personality and Behavioural Factors Between School-Bullying and Cyber-Bullying
2019
Tzani-Pepelasi, Kalliopi
University of Huddersfield

Background: Research in the field of school-bullying has been expanding for at least three decades while research in cyber-bullying is still evolving. There has been an enormous amount of empirical works and projects throughout the years, all aiming to understand how bullying functions, the motivation behind such behaviour, the related factors, the consequences, and of course to create efficient prevention and intervention models. However, in spite of the continuous efforts to decrease the rates for both forms, previous research has shown that school-bullying remains stable whereas cyber-bullying is on the rise and evolving.

Aim: This three-year project aimed to explore highly studied as well as neglected risk and preventive factors in relation to SB and CB; examine relationships, differences, and predictive effects, whilst providing a comparison of the factors’ effect on SB and CB.

Methodology: For this project 408 participants were recruited to complete the online survey in Google Forms. The questionnaire aimed to measure school-bullying and cyber-bullying both from the perspective of the victim and the perpetrator, empathy, self-esteem, aggression, anger, impulsivity, self-control, guilt, morality, copying strategy/minimisation, factors related to family, and friends. To achieve these 11 previously validated scales were employed and a series of questions were constructed to measure other related aspects.

Findings: Results showed that there are complicated relationships, differences, and predictive effects between the factors and the two forms of bullying, with some factors relating to both forms of bullying, while there appears to be an overlap between the two forms. To collectively present the results, a four-level model was developed and the school-bullying/cyber-bullying prevention/intervention model emerged.

Conclusion: Bullying is a complicated phenomenon regardless of the expressed form. There are numerous gaps in research that require further examination and several limitations that future research should address. In spite of the current project’s limitations that are addressed in detail, this project managed to provide a collective comparative picture of risk factors for both forms of bullying and has developed a detailed anti-bullying model that could potentially tackle both school-bullying and cyber-bullying.

Safety/bullying in the community: an exploration of the perceptions of students with learning and/or communication difficulties, of their parents/carers and of their teachers
2013
Lomas, Jacquie Charlotte Jayne
University of Birmingham

This research aimed to explore the extent to which young people with learning/communication difficulties see themselves affected by feeling unsafe/bullying in the community. This research also investigated the views of parents of young people with learning/communication difficulties. The researcher wished to explore the extent to which parents endeavour to support their vulnerable offspring by curtailing their exposure to potential risks, as against helping them develop coping strategies to enable them to stay safe in community settings and be competent to avoid and address potential or actual risks. Finally, the study aimed to explore the perceptions of teachers who work with young people with learning/communication difficulties, of how much the young people are at risk of being bullied in the community, and how the school curriculum seeks to minimise/prepare young people to address any such risks. Through a multiple case study design, the perceptions of six young people with learning/communication difficulties were explored, as were the perceptions of one of the parents of each of the young people. Three schools were involved: one mainstream and two special schools. Semi-structured interviews were conducted with the young people, with their parents and with one member of staff from each school. In addition, rating scales and photographs were used with the young people. The research was collaborative in that the young people were involved in identifying which places in the community to take photographs of, and took some of the photographs themselves with the help of school staff. The qualitative data were analysed using thematic analysis (Thomas, 2009). Findings point to the importance of taking an eco-systemic approach to the issue of how safe young people with learning/communication difficulties feel in the community, and to the issue of bullying.

Prof Paul Downes
Postdoctoral Researcher Position

Postdoctoral Researcher Position

DCU Anti-Bullying Centre (ABC)

Postdoctoral Researcher in Bullying

(12 Months, Fixed-Term Contract)

 

Dublin City University

Dublin City University (DCU) is a leading innovative European University, proud to be one of the world’s leading Young Universities. DCU is known as Ireland’s University of Impact, with a mission to ‘transform lives and societies’ and focuses on addressing global challenges in collaboration with key national and international partners and stakeholders.

DCU has over 20,000 students in five faculties spread across three academic campuses in the Glasnevin-Drumcondra area of North Dublin. Thanks to its innovative approach to teaching and learning, the University offers a ‘transformative student experience’ that helps to develop highly sought-after graduates. DCU is currently No. 1 in Ireland for Graduate Employment Rate, and for graduate income (CSO).

DCU is a research-intensive University and is home to a number of SFI-funded Research Centres. The University participates in a range of European and international research partnerships. DCU is also the leading Irish university in the area of technology transfer as reflected by licensing of intellectual property.

As a ‘People First’ institution, DCU is committed to Equality, Diversity and Inclusion – a University that helps staff and students to thrive. The University is a leader in terms of its work to increase access to education, and is placed in the world’s Top 10 for reducing inequalities in the Times Higher Education Impact Rankings.

Research Career Framework

As part of this role the researcher will be required to participate in the DCU Research Career Framework. This framework is designed to provide significant professional development opportunities to Researchers and offer the best opportunities in terms of a wider career path.

Background & Role

DCU Anti-Bullying Centre (ABC) is a national university designated research centre located in DCU’s Institute of Education. The Centre is known globally for its research excellence in bullying and online safety. It hosts the prestigious UNESCO Chair on Bullying and Cyberbullying and International Journal on Bullying Prevention. It is home to scholars with a global reputation as leaders in the field.

The aim of ABC is to contribute to solving the real-world problems of bullying and online safety through engagement and innovation with an extensive community of academic and industry partnerships. The extent of our resources and the collaboration between disciplines drive quality education, understanding and innovation in this field. The objectives of the Centre are aligned to support the United Nations overarching goal to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030” (SDG4) and supports the implementation of the Government of Ireland’s Action Plan on Bullying (2013), Action Plan for Online Safety (2018-2019), Wellbeing Policy Statement and Framework for Practice (2018-2024), and the WRC/HSA Joint Code of Practice on the Prevention and Resolution of Bullying at Work (2021).

The Centre is looking to appoint a post-doctoral researcher(s) to work as part of our dynamic team of researchers and educators on a number of research and education projects focused on bullying and online safety.

Principal Duties and Responsibilities

The successful individual will work with the Principal Investigator(s) and others within the research team in DCU Anti Bullying Centre on research focused on bullying and related issues including digital wellbeing. The duties and responsibilities of the position include, but are not restricted to, the following:

  • Undertaking a specified programme of research and fieldwork on bullying and related issues including digital wellbeing
  • Delivering research outputs and preparing reports as required in line with project funding timelines
  • Writing/preparation of academic articles and other scholarly and dissemination outputs for non-academic stakeholders
  • Attending and presenting results at project progress meetings (nationally and internationally)
  • Deliver conference presentations, training and seminars on research topics
  • Liaising with both internal and external national and international stakeholders
  • Supporting the Centre Direct, UNESCO Chair, project Managers, PIs and wider research teams in the design, development, and implementation of a broader research programme
  • Contributing to all aspects of the Centre’s research programme under the supervision and direction of the Centre Director
  • Contributing to teaching and outreach activities of the Centre
  • Carrying out administrative work associated with the programme of research and training as necessary
  • Engage with media in research dissemination, via the Centre’s social media account blog and communicating research to national and international media outlets as needed
  • Assisting with funding applications for new projects

Minimum Criteria

Individuals should have a PhD in a relevant discipline (e.g. Sociology, Psychology, Technology, Education, Communications)

Desirable Criteria

In addition, it is desirable that candidates have a subset of the following:

  • Familiarity with existing research on bullying, cyberbullying, and digital safety
  • A team player, capable of contributing to the research and policy agenda and the activities of DCU Anti-Bullying Centre
  • Excellent communication (oral and written) skills
  • Strong organisational and administrative skills
  • Knowledge of bullying and/or digital safety
  • Strong publication track record, and/or with experience in the management of research projects

Candidates will be assessed on the following competencies:

Discipline knowledge and Research skills – Demonstrates knowledge of a research discipline and the ability to conduct a specific programme of research within that discipline

Understanding the Research Environment – Demonstrates an awareness of the research environment (for example funding bodies) and the ability to contribute to grant applications

Communicating Research – Demonstrates the ability to communicate their research with their peers and the wider research community (for example presenting at conferences and publishing research in relevant journals) and the potential to teach and tutor students

Managing & Leadership skills – Demonstrates the potential to manage a research project including the supervision of undergraduate students

Essential Training

The successful individual will be required to undertake the following essential compliance training: Orientation, Health & Safety, Data Protection (GDPR) and all Cyber Security Awareness Training. Other training may need to be undertaken when required.

Please note this appointment will be subject to the candidate successfully completing the Garda Vetting and Foreign Police Certification processes where applicable.

Salary Scale:

IUA Postdoctoral Researcher Salary (Level 1) Scale: €31,462 – €41,443

Appointment will be commensurate with qualifications and experience and in line with current Government pay policy

Closing date: Friday, 18th October 2024

Pilot Remote Working Policy

DCU is currently operating a pilot remote working policy for staff which consists of 1 day a week and 2 days a week for a period of up to 21 weeks per year. Such weeks are determined by the Head of each Unit in conjunction with HR and will take cognisance of the academic calendar, business needs and the service provision of the particular area. The terms of the pilot remote working policy will apply.

For more information on DCU and benefits, please visit Why work at DCU?

Informal Enquiries in relation to this role should be directed to:

Professor, James O Higgins Norman, Director of DCU Anti-Bullying Centre

Email: james.ohigginsnorman@dcu.ie

Please do not send applications to this email address, instead apply as described below.

Application Procedure:

Please submit your application through the online system. In order to be considered for the role to which you are applying for, you must upload:

1) Curriculum Vitae

2) Cover Letter

3) Completed application form (blank forms can be downloaded from the bottom of the Vacancy).

Please note, if all items are not uploaded, the application will be deemed incomplete, and will not be processed.

Using hybrid deep learning and word embedding based approach for advance cyberbullying detection
2020
Bhatt, Jigar
National College of Ireland

The ever-increasing use of social media in the internet space have induced a number of problems like cyberbullying and cyberaggression over the internet. Researchers have made a commendable progress on the ongoing fight against cyberbullying but a lot of unresolved issues still persist that primarily motivates the purpose of the research. The paper aims to integrate recent advances in the field of word embedding like fastText, ELMo and stacked flair embeddings combined with a host of robust deep learning techniques to further the efficiency of detection over the state-of-art. Two distinct datasets Formspring and Wikipedia were requested and processed for the purpose of the research. A number of different combinations of word embedding with deep learning methods were tested and compared with CNN with ELMo embedding delivering the most promising results with an F1 score of 0.82 on both datasets. On the other hand, CNN with fastText obtained F1 score of 0.82 on Formspring and 0.64 on Wikipedia dataset but was computationally faster than the counterparts. Moreover, transfer learning was performed using the models to test and prove the robustness and efficacy of the models. The system performed considerably well with superior scores in precision, recall and F1 over the state-of-the-art across all the test cases performed.

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